Using design-based research to develop a Mobile Learning Framework for Assessment Feedback

Students’ lack of engagement with their assessment feedback and the lack of dialogue and communication for feedback are some of the issues that affect educational institutions. Despite the affordance that mobile technologies could bring in terms of assessment feedback, research in this area is scarce. The main obstacle for research on mobile learning assessment feedback is the lack of a cohesive and unified mobile learning framework. This paper thus presents a Mobile Learning Framework for Assessment Feedback (MLFAF), developed using a design-based research approach. The framework emerged from the observation of, and reflection upon, the different stages of a research project that investigated the use of a mobile web application for summative and formative assessment feedback. MLFAF can be used as a foundation to study the requirements when developing and implementing wide-scale mobile learning initiatives that underpin longitudinal practices, as opposed to short-term practices. The paper also provides design considerations and implementation guidelines for the use of mobile technology in assessment feedback to increase student engagement and foster dialogic feedback communication channels

Increasing Food Safety Compliance With Online Resources

Presented to the Faculty of the University of Alaska Anchorage in Partial Fulfillment of the Requirements for the Degree of MASTER OF SCIENCEFood-borne illness is a top concern for public policy and public health in the U.S., causing nearly 48 million incidents yearly. The number of confirmed food-borne illness outbreaks has declined over recent years as regulation and control measures of the Food and Drug Administration have increased. However, despite increased regulations and decreased outbreaks, there are still a large number of food safety violations, and it is imperative that food service employers continue to encourage good food safety practices. Mandated training has produced varying results on the improved inspection scores of restaurant establishments, but understanding the barriers to food safety and employing food safety intervention measures has had positive results on improving the employees’ food safety compliance behaviors. There is an opportunity to explore new interventions and mediums to increase safe food handling behaviors. This project describes the development of a food safety resource, FoodSafetyKmowledge.org. The site exists as a singular location for managers to find all of the necessary safety and sanitation resources in one accessible and convenient place. The discussion and analysis includes feedback from other food service professionals, and I offer recommendations to improve the site for future use.Signature Page / Title Page / Abstract / List of Figures / Acknowledgements / Introduction / Literature Review / Method / Discussion / Conclusion / Reference

Mobile LearningPlatform: a case study of introducing m-learning in Tertiary Education

This paper presents a study on a one year m-learning pilot project at Central University College in Ghana. This was done through a user trial, where the m-learning tool AD-CONNECT is introduced in 44 courses with a total of 500 students and 22 lecturers at the College. The paper reports on the first experiences gained by both teachers and students by asking the following questions: What are the perceptions of teachers on m-learning? What are the effects of m-learning on students? What does m-learning contribute to face-to-face teaching and learning? Questionnaires were administered to students and lecturers to gather quantitative data on their views on the use of m-learning, particularly after using the AD-CONNECT M-Learning system. Also, observations and interviews were used to collect data from users which provided us with some qualitative data

Mobile learning for corporate training in Portugal: current challenges and future directions

Currently, the workforce is becoming more and more global and diversified, raising new challenges to the corporate training area. Technological progress has created new opportunities to tackle these challenges, one of them, the diffusion of mobile-learning. However, academic research has been focused on studying this type of learning only for educational purposes. This dissertation approaches how Portuguese managers perceive mobile-learning for corporate training and identifies best practices to maximize the effectiveness of these initiatives. This study applies the qualitative method, with a content analysis to seven interviews to managers of diversified activity sectors. Conclusions are presented under four main categories: General perceptions on mobile-learning; Current practices; Advantages; Limitations; Opportunities. Results show that mobile-learning is perceived as an extension of e-learning, with clear divergencies from managers on the underlined learning theories and the role of the trainee in this learning context. Nevertheless, some companies are investing in selecting adjusted technological platforms, integration new functionalities, adapting content, and processes for this specific learning context. Managers recognize the existence of several benefits and limitations associated with mobile-learning. Lastly, managers perceive possible improvements with a focus on reinforcing relationships between trainees and the creation of customized content. Additionally, they foresee the integration of new technological advancements, like augmented reality. The conclusions of the performed analysis set guidelines that describe pedagogical improvements and reinforce the need to suppress social necessities of trainees to maximize the effectiveness of existing and future mobile-learning initiatives.Atualmente, a força de trabalho é cada vez mais global e diversificada, criando desafios para área de formação empresarial. O progresso tecnológico fomentou novas oportunidades para ultrapassar estes desafios, entre elas, a disseminação de mobile-learning. Contudo, a literatura científica foca esta forma de aprendizagem para fins educacionais. Esta dissertação aborda a forma como gestores portugueses percecionam mobile-learning na formação empresarial e identifica boas práticas para maximizar a eficácia destas iniciativas. Este estudo aplica o método qualitativo, com uma análise de conteúdo a sete entrevistas a gestores de sectores de atividade diversificados. Nesse sentido, as conclusões são apresentadas sob quatro categorias principais: Perceções gerais sobre mobile-learning; Práticas atuais; Vantagens; Limitações; e Oportunidades. Os resultados indicam que mobile-learning é percecionado como uma extensão do e-learning, com divergências sobre as correntes de aprendizagem associadas ao conceito e o papel do formando nesse contexto. Todavia, algumas empresas estão a investir na seleção de plataformas tecnológicas ajustadas, integração de novas funcionalidades, adaptação dos conteúdos, e processos para este contexto de aprendizagem. Os gestores reconhecem a existência de benefícios associados a mobile-learning, assim como realçam as suas limitações. Por fim, os gestores enunciaram possíveis melhorias com foco em fomentar relação entre os formandos e na criação de conteúdo. Adicionalmente, anteveem a integração de novos avanços tecnológicos, como a realidade aumentada. As conclusões da análise realizada estabelecem linhas orientadoras ao descrever melhorias pedagógicas e reforçar a necessidade de suprimir as necessidades sociais dos formandos para maximizar eficácia de iniciativas de mobile-learning existentes e futuras nas organizações

MOBILE LEARNING TECHNOLOGY: ASSESSMENT OF USERS' REQUIREMENTS, TECHNOLOGY OPTIONS, AND RECOMMENDATIONS

The Navy is in the process of implementing Ready Relevant Learning and looking at technology solutions to deliver modern training capabilities anytime and anywhere. Mobile learning is a practical option for Ready Relevant Learning. To support the Navy initiatives, we conducted a qualitative study to answer the following research questions: (1) Under what conditions will implementing mobile learning technologies provide the most value? (2) What are the requirements for delivering educational value to Navy users of mobile learning? (3) What are the pros and cons for Navy users of personal versus government-issued mobile learning devices? (4) How can Navy leaders select suitable options and deliver mobile learning? We conducted 13 semi-structured interviews of Navy active duty, reserve, and civilian personnel across ranks and job communities to answer our research questions. We found that most participants were interested in mobile learning. Still, their acceptance of mobile learning technologies is dependent on their assessment of perceived ease of use of the technology and perceived usefulness to job performance. Additionally, we found that participants’ device preferences were context-of-use dependent. Therefore, we recommend further evaluation of user requirements and to operationalize and test the usability factors identified to implement best practices for mobile learning.NPS Naval Research ProgramThis project was funded in part by the NPS Naval Research Program.Outstanding ThesisMajor, United States ArmyLieutenant, United States NavyApproved for public release. Distribution is unlimited